COURSE OVERVIEW: In this course, you will be introduced to the field of advanced cognitive psychology, as we investigate the mechanisms of human thinking. We'll cover basic mental processes such as how our brains let us “see” the world, how our perceptions depend on our current state of attention, and how memories can change over time. As we seek to better understand the human mind, we’ll discuss language abilities and the mental representation of concepts and schemas. We’ll look at mistakes that people make, from simple visual illusions to errors in higher-level decision-making, and we’ll discuss how these “failures” provide unique

EXAMINATIONS: You will have a multiple choice/or true/ false final exam.

Reading Material: You will read pdf and power point materials.

GRADING:The grading scale for this course is as follows:

91-100% = A81-90% = B71-80% = CBelow 70% = Failed

Steven and dog, Solo.

COURSE OBJECTIVES:

Learning objectives for this course include acquiring a deep understanding of core concepts of human cognition and appreciating the scientific process whereby real-world issues are investigated through controlled laboratory experimentation. Another key objective is to develop your skill at presenting material concisely and with impact, through writing assignments, critical evaluations of recent research articles, and an online presentation.

COURSE OVERVIEW:This course is designed to build on student’s understanding of psychopathology, including diagnosis and theories of etiology. This course covers most of the major psychiatric diagnoses currently in use. There will be an emphasis on increasing understanding of clinical issues and current research related to arrests in development and maladaptive behavior.

TEXTBOOKS: Pdf, PowerPoint presentations and other virtual book material to read.

EXAMINATION:There is a final exam of True or False and Multiple Choice questions.

GRADING:The grading scale for this course is as follows:

90-100% = A80-89% = B70-79% = CBelow 70% = Fail

COURSE OBJECTIVES:

1. To reinforce students’ familiarity with a wide variety of pathology.

2. To provide students with an understanding of pathology from several frameworks and contexts.

COURSE OVERVIEW:This course will introduce you to the basic statistics used in psychological research. Psychology has developed scientific methods to explore questions about humanity and this course will introduce you to the statistics used to interpret and evaluate research findings. The goal is to provide you with a foundation to continue your training in psychology and to think critically about psychological findings reported in research articles and the media.

TEXTBOOKS: Pdf, power point presentations and other technical readings to be read.

GRADES:90-100% will correspond to and A80-89 = B70-79= CBelow 70 will be a failing grade.

COURSE OBJECTIVES: In this course, you will learn about various mathematical techniques that are commonly used by researchers to organize, summarize, and interpret the results obtained from their studies. During the course you will learn how to perform these different statistical procedures and understand the specific purpose each procedure serves. Additionally, by the end of this course I hope you:

COURSE OVERVIEW:Students become knowledgeable of the principles of clinical diagnosis and the development of treatment plans. The current edition of the Diagnostic and Statistical Manual is emphasized, with consideration also given to dimensional, relational, and systemic issues important in diagnosis and treatment planning.

TEXTBOOKS:To read pdf, power point presentations and virtual technical readings.

EXAMINATIONS:The exam(s) for this course are true/false and multiple choice in nature.

GRADING:The grading scale for this course is as follows:

91-100% = A 81-90% = B 71-80% = C Below 70% = Failed

COURSE OBJECTIVES: The objectives for this course are:

Diagnosis and differential diagnosis using the DSM-5;

Psychometric issues associated with inferring a diagnosis from interview, laboratory, or test data;

Cultural and individual differences in psychological assessment and diagnosis

COURSE OVERVIEW:This course is designed to familiarize students with the theoretical bases of the different theories of counseling and psychotherapy. Similarities and differences among the approaches will be explored. We will cover theories ranging from the older, traditional techniques through the contemporary approaches that begin to integrate greater awareness of the impact of ones gender and ethnicity. There will be an emphasis on approaches that are frequently used today. Readings will be assigned for some of the less popular approaches, but they will not be discussed in class. In class lectures will stress theory and case conceptualization; readings will address both theory and application. This course provides a more sophisticated look at the theories as they pertain to actual ind

TEXTBOOKS:In this course you will use pdf, power point presentations and other technical virtual reading materials

EXAMINATIONS:The exam(s) for this course are true/false and multiple choice in nature.

GRADING:The grading scale for this course is as follows:

91-100% = A81-90% = B71-80% = CBelow 70% = Failed

OBEJCTIVES FOR THE COURSE:

1. Understand theories of learning and personality development, including current understandings about neurobiological behavior.

2. Understand a general framework for understanding exceptional abilities and strategies for differentiated interventions.

3. Understand theories and etiology of addictions and addictive behaviors including strategies for prevention, intervention and treatment.

4. Understand counseling theories that provide the student with models to conceptualize client presentation and to assist the student in selecting appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so that they begin to develop a personal model of counseling.

5. Understand a systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions.

6. Understand the importance of research in advancing the counseling profession.

7. Understand use of research to inform evidence-based practice.

8. Understand how to critically evaluate research relevant to the practice of clinical mental health counseling.

Behavioral Neuroscience is the study of the biological basis of the mind and behavior. This course will start with a review of fundamental principles of biology, neuroscience, and behavior. This course will examine central nervous system (CNS) dysfunction related to neurodevelopment, psychopathology, and anxiety, among others. Study of human patient populations and relevant animal models. Selected topics will then be covered in more detail, including: Neurophysiology, Psychopharmacology, Sensory and Motor systems, Hormones, and Addiction. Discussing each disorder from four perspectives: etiology, symptomology, animal models, and therapy/therapeutics. A variety of neuroscience techniques and methodologies will be utilized in the pursuit, with an emphasis on neuropharmacology and neurophysiology.

OBJECTIVES FOR THE COURSE:

Understand theories of learning and personality development, including current understandings about neurobiological behavior.

This course is designed to introduce students to the major theoretical approaches to family counseling, and to strengthen students’ theoretical understanding and application of family therapy. A broad theoretical and practical foundation for counseling couples and families is emphasized. A core emphasis is placed on the development of personal theory, professional development and therapeutic change / outcome (Common Factors in Family Therapy); with a focus on the interventive aspects of therapy with couples and families, emphasizing and encourage student’s development of a conceptual understanding of family therapy practice, an expanding toolkit of specific treatment skills and interventions, and utilization of self‐as‐therapist that influences the therapeutic system. It provides a survey of current approaches to family and marital counseling with an emphasis on various systemic models of family functioning and therapeutic intervention. A significant focus of this course will be on the practical counseling skills and techniques that have emerged from each theory. Additional focus will be on interviewing, assessment, and clinical practice issues central to a systemic approach to family counseling. The development of a conceptual understanding of family therapy practice and theoretical integration will be emphasized, along with the acquisition of specific treatment skills within the context of live supervision. A systems perspective that provides an understanding of family and other systems theories and major models of family and related interventions. Students will be exposed to a rationale for selecting family and other systems theories as appropriate modalities for family assessment and counseling. This course will challenge students to look closely at their own family of origin. Students will be expected to draw on their previous experiences, coursework, and knowledge to integrate and apply course material to their counseling work.

COURSE OBJECTIVES

Students should be able to demonstrate understanding of the major family counseling theories and should be able to apply family counseling theories, skills and techniques within a clinical setting:

To introduce students to current issues and trends in the marriage, family, and relationship counseling field. To learn family counseling and family education techniques and skills. To introduce counselor trainees to the theories, therapeutic processes, and techniques involved In marriage, family, and relationship counseling. To be exposed to and become familiar with the marriage, family, and relationship counseling literature and with different types of family counseling models.

Apply core theory and research of the cultural context of relationships, issues and trends in a multicultural and diverse society to the counseling profession. Interpret and apply core theory and research of the nature and needs of individuals at all developmental levels. Apply core theory and research of career development and related life factors. Differentiate between the major theories of family counseling by their unique features, goals, techniques and strategies. Explain a range of individual and group approaches to assessment and evaluation.

To promote self-assessment and self-exploration by counselor trainees concerning their family of origin experiences in order to promote optimum functionality as a professional counselor. To look at one’s family role and assess the potential implications that role has on one’s work as a family counselor. To familiarize students with specific issues pertinent to marriage, family and relationship counseling (e.g., gender, sexual orientation, ethnicity, and culture). Assess family interactions.

To assist counselor trainees in developing their own approach to marriage, family, and relationship counseling relevant to school and agency settings.

TEXTBOOKS:To read pdf, power point presentations and virtual technical readings.

COURSE OVERVIEW:Welcome to Pharmacology & Addictions. This course covers an account of the effects of psychoactive drugs on the brain and their behavior. Learning about current trends that mark today’s drug climate as students explore the social, psychological, economical and biological reasons why drug use and abuse occur. Students will also learn about current pharmacotherapies/treatments for individuals suffering from a substance use disorder. Topics include:Brain areas targeted by addictive drugs. Actions of addictive drugs on individual neurons. Nicotine, alcohol, and opiate addictions. Hallucinogens. Public policy for managing addiction in society. Introduction to pharmacology and addictions. Understanding of the biological basis for drug abuse and addiction. Major topics include: pharmacodynamics, pharmacokinetics, introductory neuroanatomy, introductory neurophysiology, alcohol use and abuse, opiate use and abuse, cocaine and amphetamine abuse, barbiturate use and abuse, benzodiazepine use and abuse, hallucinogen abuse. The relationship between the increased illegal use of prescription opioids and the rising increase in accidental opioid overdose deaths. This course will consider the benefits and consequences of drug use (legal and illegal). The mechanism(s) of action and therapies for drugs of abuse will also presented. Students will also be introduced to the roles of different health care professionals, and the challenges of therapies; what is available for the patient.

COURSE OBJECTIVES:Upon completion of this course, you will be able to:

1). Become familiar with each psychoactive drug. 2). Become familiar with the actions, uses and side effect of the psychoactive drug. 3). Become familiar with the special topics in psychotherapeutics. 4). Become familiar with the agents primarily considered as Drugs of Abuse. 5). Become familiar with the drugs that depress brain function (sedatives). 6). Become familiar with the drugs that stimulate brain function (Psychostimulants). 7). Become familiar with antidepressant drugs. 8). Become familiar with Child and Adolescent Psychopharmacology. 9). Become familiar with Psychedelic Drugs.

Upon successful completion of this course you should be able to demonstrate a working knowledge of:

COURSE OVERVIEW:PSY 915 is designed to examine the procedures and principals involved with experimental, quasi-experimental, correlational, and other research. Problem formulation, literature review, measurement issues, sampling, research design, data analysis, and report writing using APA format will be addressed. This course will also see the choice of the student in doing a research thesis/dissertation from a quantitative or quantitative viewpoint.

TEXTBOOKS:The textbook for this course is: To read several pdf electronic articles in regards to research methodology and design.

GRADES:

90-100% will correspond to and A80-89 = B70-79= CBelow 70 will be a failing grade.

Several factors will be taken into account when I review your work:

CONTENT:1. Content is comprehensive, accurate and all requested information is properly addressed2. Major points are stated clearly, and are supported by specific references from the literature, details, examples, and/or analysis.3. Research is adequate for the topic 4.Any concept that is not strictly your own MUST be appropriately referenced using APA style. The correct format for indirect referencing is (Author's last name, year) at the END of a sentence and (Author, year, p. #) for direct quotes. 5. You are able to show that you are not merely memorizing information but rather are processing it and are capable of applying it to real-life scenarios with clients whenever possible.

6. EVENTUALLY, Lastly to write a Topic and abstract APA format so your instructor will approve your thesis/or dissertation writing research topic in psychology. A thesis/dissertation should be 115-150 pages long, quantitative or qualitative APA Style Format .Periodically you need to check with your professor in the progress of your Ph.D. thesis-dissertation. Also, you need to select how many references and citations you are using in regards to your Ph.D. Thesis-Dissertation. Remember this will be published by the university and you will have to defend YOUR THESIS via SYPE WITH 2 TO 3 PROFESSORS.

*** FOR THIS COURSE YOU ARE TO WRITE AT LEAST 3 REASEARCH WRITING PAPERS OF NO MORE THEN 15 PAGES LONG. THIS IS IN ORDER TO PRACICE TOWARDS YOUR REAL THESIS – RESEARCH DISSERTATION THAT WILL BE UP TO 115-150 PAGES LONG APA STYLE FORMAT.

ORGANIZATION:1. the introduction provides sufficient background on the topic and previews major points.2. The structure of the paper is clear and easy to follow.3. The paper follows a logical structure and concepts are illustrated with examples wherever possible.4. The conclusion reviews the major points.

FORMAT/GRAMMAR:1. Spelling and syntax are correct.2. Word usage is correct. 3. Punctuation is correct. 4. There is an appropriate title page 5. There are clear References section in APA style format for them to be used.

READABILITY/STYLE:1. Sentences are complete, clear, and concise.2. The tone is appropriate to the content and assignment and qualifies as higher level academic writing.

COURSE OBJECTIVES:This course will cover topics in research methods in the field of psychology. You will be able to:

1). Understand the “groundwork” of research and the “research cycle”, along with important concepts with direct application to psychological research such as hypothesis testing, operationalization, constructionism and realism.2). Understand the difference between quantitative and qualitative research and learn the usefulness and limitation of each in various contexts.3). Understand the concepts of validity and reliability and learn to apply them to practical examples.4). Understand how to critically review literature and recognize the features of solid vs. flawed research.5). Learn about self-report measures and the usefulness/limitations of these tools.6). Understand structured and semi-structured interviewing in research.7). Understand how to review and construct basic research designs such as correlational, randomized, non-randomized, AB, ABAB, multiple baseline, etc.8). Understand important research concepts like sampling, sample size, effect size, and alpha & beta errors.9). Understand the basics of evaluation, quantitative and qualitative data analysis.10). Learn how do design, conduct and review various types of research and discern the appropriate approach in a range of contexts.11). Learn to apply research methods to addiction related issues or topics.

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TEXTBOOKS:The textbook for this course is: pdf readings.

GRADES:90-100% will correspond to and A80-89 = B70-79= CBelow 70 will be a failing grade.

Several factors will be taken into account when I review your work:

CONTENT:1. Content is comprehensive, accurate and all requested information is properly addressed2. Major points are stated clearly, and are supported by specific references from the literature, details, examples, and/or analysis.3.Research is adequate for the topic 4.Any concept that is not strictly your own MUST be appropriately referenced using APA style. The correct format for indirect referencing is (Author's last name, year) at the END of a sentence and (Author, year, p. #) for direct quotes. 5.You are able to show that you are not merely memorizing information but rather are processing it and are capable of applying it to real-life scenarios with clients whenever possible.

ORGANIZATION:1. The introduction provides sufficient background on the topic and previews major points.2. The structure of the paper is clear and easy to follow.3. The paper follows a logical structure and concepts are illustrated with examples wherever possible.4. The conclusion reviews the major points.

FORMAT/GRAMMAR:1. Spelling and syntax are correct.2. Word usage is correct. 3. Punctuation is correct. 4. There is an appropriate title page 5. There is a clear References section in APA style (even if you only used one or two sources!)

READABILITY/STYLE:1. Sentences are complete, clear, and concise.2. The tone is appropriate to the content and assignment and qualifies as higher level academic writing.

COURSE OBJECTIVES:This course will cover topics in research methods in the field of psychology. You will be able to:

1). Understand the “groundwork” of research and the “research cycle”, along with important concepts with direct application to psychological research such as hypothesis testing, operationalization, constructionism and realism.2). Understand the difference between quantitative and qualitative research and learn the usefulness and limitation of each in various contexts.3). Understand the concepts of validity and reliability and learn to apply them to practical examples.4). Understand how to critically review literature and recognize the features of solid vs. flawed research.5). Learn about self-report measures and the usefulness/limitations of these tools.6). Understand structured and semi-structured interviewing in research.7). Understand how to review and construct basic research designs such as correlational, randomized, non-randomized, AB, ABAB, multiple baseline, etc.8). Understand important research concepts like sampling, sample size, effect size, and alpha & beta errors.9). Understand the basics of evaluation, quantitative and qualitative data analysis.10). Learn how do design, conduct and review various types of research and discern the appropriate approach in a range of contexts.11). Learn to apply research methods to addiction related issues or topics.

1. Demonstrated ability to read, understand, abstract, select, and integrate the current (and past) literature pertaining to a focal topic of (common) interest in the science (and sometimes the philosophy) of the discipline of psychology

2. Identification and articulation of a theoretical need in that literature (e.g., a gap in the data that, when filled, could add to the theoretical understanding of the focal topic; an empirically resolvable data-theory conflict; or an empirically resolvable conflict between two theories that purport to account for the same phenomenon).

3. Demonstrated ability to produce a professional quality, literature-based, coherent, concrete, and complete proposal or prospectus acceptable to the thesis or dissertation advisory committee, the departmental faculty, and the brotherhood watchdogs in the graduate office.

4. Ability to carry out an accepted proposal completely and with integrity, and within a mutually agreed upon time frame.

5. Demonstrated ability to produce a professional quality, literature-based, coherent, concrete, and complete thesis or dissertation acceptable to the thesis or dissertation advisory committee, the departmental faculty, and the brotherhood watchdogs in the graduate office.

6. The ability and willingness to take direction and correction appropriately, while at the same time moving toward a collegial (rather than a subordinate) relationship with the thesis or dissertation advisor.

7. The dissertation is sometimes quantitatively more complex conceptually or methodologically, and that often means that it has more words in it than does the thesis. In practice, some theses are as good or better (qualitatively) than some dissertations.

TIME FRAME:

THE THESIS DISSERTATION CAN TAKE UP TO 3-4 YEARS AT THE MOST. YOU WILL HAVE TO DEFEND YOUR DISSERTATION VIA SKPE EVENTUALLY AT THE END. YOU HAVE TO PERIODOCALLY SEVERAL TIMES CHECK WITH YOUR PROFESSOR-ADVISOR YOUR PROGRESS. THIS IS VERY IMPORTANT.

Thesis in the Specialization (Major):

A thesis (or dissertation) may be arranged as a thesis by publication or a monograph, with or without appended papers, respectively, though many graduate programs allow candidates to propose a curated collection of published papers. An ordinary monograph has a title page, an abstract, a table of contents, comprising the various chapters (e.g., introduction, literature review, methodology, results, discussion), and a bibliography or (more usually) a references section. They differ in their structure in accordance with the many different areas of study (arts, humanities, social sciences, technology, sciences, etc.) and the differences between them. In a thesis by publication, the chapters constitute an introductory and comprehensive review of the appended published and unpublished article documents. Dissertations normally report on a research project or study, or an extended analysis of a topic. The structure of a thesis or dissertation explains the purpose, the previous research literature which impinges on the topic of the study, the methods used and the findings of the project. Most world universities use a multiple chapter format : a) an introduction, which introduces the research topic, the methodology, as well as its scope and significance; b) a literature review, reviewing relevant literature and showing how this has informed the research issue; c) a methodology chapter, explaining how the research has been designed and why the research methods/population/data collection and analysis being used have been chosen; d) a findings chapter, outlining the findings of the research itself; e) an analysis and discussion chapter, analyzing the findings and discussing them in the context of the literature review (this chapter is often divided into two—analysis and discussion); f) a conclusion. (With the professors guidance.)